In this article, Drs. Ketterlin Geller, Lembke, and Powell discuss how they are supporting educators to implement (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness as part of Project STAIR (Supporting Teaching of Algebra: Individual Readiness).
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In this article, Mr. Paul Elery addresses the question: “If a new administrator is implementing intensive intervention in their school or district, what advice would you give them?”
Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.
In this Voices from the Field piece, the National Center on Intensive Intervention (NCII) talks with Kaylan Connally from the Council of Chief State School Officers (CCSSO) to learn more about the Advancing Inclusive Principal Leadership (AIPL) State Initiative, which is a collaborative state effort to create and implement principal leadership plans focused on improving outcomes for every student, especially those with disabilities. She shares how the AIPL initiative can help states refine principal development supports to include an intentional focus on supporting the academic and social success of students with disabilities, including those in need of intensive intervention.
This fourteen minute video shares Wyoming’s journey in building the capacity of educators to implement data-based individualization (DBI) to improve academic and behavior outcomes for students with disabilities as part of their state systemic improvement plan (SSIP). Wyoming administrators, teachers, parents and students from Laramie County School District # 1 and preschool sites share how DBI implementation impacted teacher efficacy, team meetings, quality of services, student confidence, and state and local collaboration.
In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
The purpose of this module is to introduce schools interested in implementing intensive intervention to the infrastructure needed to implement data-based individualization (DBI). The module includes presentation slides with integrated activities and handouts to help teams determine their readiness and develop an action plan for implementation.
This Voices from the Field piece highlights how North Carolina, Oregon, Washington, and Texas have raised awareness, visibility, and statewide knowledge of data-based individualization (DBI) at statewide conferences through keynote speakers, workshops, breakout sessions, and facilitated team time.
This updated training module provides a rationale for intensive intervention and an overview of data-based individualization (DBI), NCII’s approach to providing intensive intervention. DBI is a research-based process for individualizing validated interventions through the systematic use of assessment data to determine when and how to intensify intervention. Two case studies, one academic and one behavioral, are used to illustrate the process and highlight considerations for implementation.
The purpose of this training is to gain foundational knowledge of how all behavior serves a purpose or function. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and diagnosing the function of behavior and developing effective behavioral interventions. This module introduces function of behavior and provides suggestions for how you can use this understanding within the context of a data-based individualization (DBI) process. While this module briefly mentions the role of a Functional Behavioral Assessment (FBA), this is not the focus of this module.